A key take home message or common line of thought that has been core throughout the chapter is the one related to the extent to which the use of digital technologies for teaching and learning in physical education, could indeed be positive and enrich or amplify teaching and learning, or just the opposite, and trigger unexpected consequences. What is clear from an entangled perspective, is that, (1) when planning for the use of digital technologies for teaching and learning, purpose, values, and context should be emphasised over pedagogies and technologies; (2) technology should be considered as multiple, contextual, and relational; (3) we should aim for collaboration with students when designing learning experiences; (4) we should be ready for the unknown and embrace uncertainty, imperfection, openness and honesty; and (5) competence is the result of thoughtful design and practice, and knowledge should be distributed, responsive and ethical.
This is what all together could be considered as having an entangled mind-set, which would require being always sceptical about the teaching and learning with digital technology outcomes, and re-consider reflection points to inform professional judgement and unexpected scenarios.
Calderón, A. & Sargent, J. (2025). Digital technology in physical education: An entangled pedagogy perspective. In V. Goodyear and A. Bundon, Routledge Handbook of Digital Technologies in Sport, Exercise and Physical Education. London: Routledge. https://doi.org/10.4324/9781003411758
Antonio Calderón is an Associate Professor and Assistant Dean for Academic Affairs at the University of Limerick.
Contact: Email Antonio.calderon@ul.ie LinkedIn Follow on X: @acalderon_pe
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